As I went to bed last night, I realized that I had to redo the mental script I had for my classes--some of the students might want to discuss the bin Laden-related events, while some might not care. Then the question of whether I had a pedagogical responsibility to treat this as a learning opportunity as well. If a learning opportunity, then what were the lessons to focus on? How would I then go about discussing those lessons?
Teaching, as I see it, is nothing but editorial decisions everyday. We select and present materials to students. We interpret the data in the manner in which we prefer--even when we try our best to be impartial, and leave our ideological preferences at home.
As I was driving to work, I figured out a game plan. My formal teaching/learning moment would be to highlight the importance of understanding of geography. That we understand that location matters, and the location-related relationships matter. So, I would use maps of the Indian Subcontinent to tell a story of sorts. But tell a story in a way that draws questions.
However, I wanted to do that as a wrap-up after inviting comments from the students. But then how would I broach the subject? I figured I didn't have to worry about this--I was confident that at least a couple of students would jump on this topic even before I got to the computer in the classroom.
It turned out exactly that way. "T" loudly remarked that he wanted to discuss the current events and not our regularly scheduled topics. "What happened, man?" I asked him with a smile. "T" said "about last night, and Osama." And thus we discussed the events. For 45 minutes. Including recalling where we were on that fateful 9/11. "T" asked whether it was ok to publicly celebrate--apparently a few had expressed displeasure at the celebrations. "Go ahead and celebrate" I told him. "Bin Laden has killed tens of thousands, including thousands of Muslims" I added.
At the end, I reminded the class that all politics aside, we owe a thanks to the military. I asked those who had served to stand so that we could thank them. One stood. We clapped. And then I asked all those with friends and families who have served in the military to stand. With the exception of a couple of students, the entire class stood up.
And, with that we took a break, and then I did my spiel on geography, location, and relationships. At the end of it all, we had only 20 minutes out of the 110-minute session to talk about resources, which was the topic for the day.
As the students were exiting, "T" paused for a second and said, "thanks for allowing us to talk about this for more than half the class time."
I wonder whether the students know that I hate violence. I hate wars. I have never touched a gun in my life. Not even a bullet. I hope that I will never, ever, touch any of those killing machines. A friend, "P," when I told him about these views a few years ago, thought it was a noble to goal to set for oneself--to not ever go anywhere near those weapons of destruction. He should know--he is a Vietnam veteran!
But, does it matter whether or not students know what my personal preferences are? I tell you, teaching is immensely tougher than what it seems from the outside.
I am glad though that Osama bin Laden is gone. Capturing him, then trying him in a regular court--not one of those Guantanamo circus cages--would have been my preferred option. While I hate the death penalty, I recognize that it is legal in this country. Bin Laden would have been sentenced to death after the due process.
So, it is now the day after. It is not as if we now revert to the halcyon days of September 10, 2001. There is simply no there there. But, there are a few things I hope Obama, the Democrats, and the Republicans will start thinking about. Such as the ones that
Dahlia Lithwick writes about:
About all we can say with certainty is this: We tortured. We live in a world in which we must contend with information obtained by torture. We now need to decide whether we want to continue to live that way. Writers from ideological backgrounds as diverse as Matt Yglesias and Ross Douthat argue that it is time to return to the paradigm abandoned after 9/11. Let's put the 9/11 attacks and the existential threat it created behind us. With Bin Laden's death, let's simply agree that the objectives of the Bush administration's massive anti-terror campaign have finally been achieved, and that the time for extra-legal, extra-judicial government programs—from torture, to illegal surveillance, to indefinite detention, to secret trials, to nontrials, to the prison camp at Guantanamo Bay—has now passed. There will be no better marker for the end of this era. There will be no better time to inform the world that our flirtation with a system of shadow-laws was merely situational and that the situation now is over. ...
The "war on terror" language was always metaphorical, I realize, but it unloosed a very real Pandora's box of injustice on a nation that prides itself on its notions of fairness. That makes the highly symbolic death of Bin Laden an apt time—perhaps the last apt time—to ask whether this state of affairs is to be temporary or permanent. If President Obama truly believes, as he said last night, that justice has finally been done, he should use this opportunity to restore the central role of the rule of law in achieving justice in the future.
And, can we please start complete withdrawal of the military from Afghanistan? And not get all too entangled in Libya? And reduce defense spending so that we can provide better social safety nets?
As the month draws to a close, I will have yet another learning opportunity--"Memorial Day." But, I don't do any talking in class for that--like in the years past, all I have to do is update my slides of images of Oregon's soldiers who have been killed in Iraq and Afghanistan. A very quiet automated slide-show for ten minutes. That always leaves me drained, emotionally and physically.
